**PS1 (9-11) - 1**
Students demonstrate an understanding of characteristic properties of matter by …
1a utilizing appropriate data (related to chemical and physical properties), to distinguish one substance from another or identify an unknown substance.
ESS1 (9-11) - 1 Students demonstrate an understanding of processes and change over time within earth systems by … 1a. Plotting the location of mountain ranges and recent earthquakes and volcanic eruptions to identify any existing patterns.
ESS1 (9-11) - 2 Students demonstrate an understanding of processes and change over time within earth systems by … 2a using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time.
ESS1 (9-11) - 3 Students demonstrate an understanding of processes and change over time within earth systems by … 3a explaining how heat (produced by friction, radioactive decay and pressure) affects the Rock Cycle. 3b explaining how convection circulations of the mantle initiate the movement of the crustal plates which then cause plate movement and seismic activity. 3c investigating and using evidence to explain that conservation in the amount of earth materials occurs during the Rock Cycle. 3d explaining how the physical and chemical processes of the Earth alter the crust (e.g. seafloor spreading, hydrologic cycle, weathering, element cycling).
For the lists of misconceptions in each GSE, please click the link at the top of each description. This page holds a great deal of information compiled by past EDC 430 classes at URI, containing misconceptions and concept maps and classroom activities.
Objectives Students will define the relationship between rocks and minerals in their own words. Students will identify plate boundaries using seismic maps. Students will create Pangaea using the shapes of continents today. Students will draw the shapes of both P waves and S waves. Students will list three ways in which earthquakes can be measured. Students will draw a diagram of the rock cycle including the three types of rocks, and the titles of each arrow moving from one type to another. Students will correctly answer at least 65% of the test questions.
**PS1 (9-11) - 1**
Students demonstrate an understanding of characteristic properties of matter by …
1a utilizing appropriate data (related to chemical and physical properties), to distinguish one substance from another or identify an unknown substance.
ESS1 (9-11) - 1
Students demonstrate an understanding of processes and change over time within earth systems by …
1a. Plotting the location of mountain ranges and recent earthquakes and volcanic eruptions to identify any existing patterns.
ESS1 (9-11) - 2
Students demonstrate an understanding of processes and change over time within earth systems by …
2a using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time.
ESS1 (9-11) - 3
Students demonstrate an understanding of processes and change over time within earth systems by …
3a explaining how heat (produced by friction, radioactive decay and pressure) affects the Rock Cycle.
3b explaining how convection circulations of the mantle initiate the movement of the crustal plates which then cause plate movement and seismic activity.
3c investigating and using evidence to explain that conservation in the amount of earth materials occurs during the Rock Cycle.
3d explaining how the physical and chemical processes of the Earth alter the crust (e.g. seafloor spreading, hydrologic cycle, weathering, element cycling).
For the lists of misconceptions in each GSE, please click the link at the top of each description. This page holds a great deal of information compiled by past EDC 430 classes at URI, containing misconceptions and concept maps and classroom activities.
Objectives
Students will define the relationship between rocks and minerals in their own words.
Students will identify plate boundaries using seismic maps.
Students will create Pangaea using the shapes of continents today.
Students will draw the shapes of both P waves and S waves.
Students will list three ways in which earthquakes can be measured.
Students will draw a diagram of the rock cycle including the three types of rocks, and the titles of each arrow moving from one type to another.
Students will correctly answer at least 65% of the test questions.
Back